O fazer pedagógico sob a luz das políticas públicas de inclusão escolar de pessoas com deficiência ou necessidades específicas

Abstract

This paper presents contributions for the continuing training of educators, gathers together the life trajectory of people with disabilities, going through all the periods regarding school education, which has been marked by important periods in the development of school practices, such as institutionalization, integration and, at the present, school inclusion. This paper emphasizes studies based on the Public Policies of Education in the inclusive perspective and of practices of the Brazilian Education. This research focuses on the paths covered by Inclusive Education in the municipality of Parintins / AM of students with disabilities in the regular network of education, presenting the difficulties faced by the teachers of the common classrooms and their practices, allowing a new understanding of the knowledges, the skills and attitudes that are necessary for working with inclusive classes. The study highlights three striking aspects of school inclusion. The first aspect shows the relevant legislation with the apparatus of national and international documents and treaties on inclusive education; the second aspect points to the implementation of public policies and inclusive pedagogical practices; the third aspect concerns the continuing training of teachers in service, and in this way guarantee access to knowledge and at the same time promote education of students with and without disabilities.